This paper describes the development of the Statistical Reasoning Assessment, an instrument designed to assess students' understanding of probability and statistics for the purpose of evaluating the effectiveness of new curricular programs and materials. A review of the literature related to assessment of statistical knowledge was used to determine the components and framework for this instrument.
Research on misconceptions of probability indicates that students' conceptions are difficult to change. A recent review of concept learning in science points to the role of contradiction in achieving conceptual change. A software program and evaluation activity were developed to challenge students' misconceptions of probability. Support was found for the effectiveness of the intervention, but results also indicate that some misconceptions are highly resistant to change.
New goals for learning probability are very different from traditional computational objectives and include heavy emphasis on integration with other topics in mathematics and with other subject areas. Although there is no solid knowledge of how to teach probability ideas well, new materials in a variety of forms are attempting to draw on recent research on students' intuition.
I would like to organize my remarks by pointing out the central issue raised by each previous paper and then raising some questions for each author.
The materials described in this paper can be used in various ways with these different types of students. Originally the materials were developed for a computer-based laboratory for students in mathematical statistics and probability. Those computer programs are written in FORTRAN and can be run in either batch or interactive mode on most large computer systems.
In December 1982, the Conference Board of the Mathematical Sciences -- of which the American Statistical Association is a member -- issued a report entitled "The mathematical sciences curriculum K-12: What is still fundamental and what is not?" The report had been prepared at the request of the National Science Board Commission on Mathematics, Science and Technology. I am hopeful that as a result of the Conference Board recommendation it is no longer so much a question of whether statistics should be included in the school curriculum, but what kind of statistics., and that's what I want to talk about.
This report discusses the task of implementing suggestions for statistical education.
This paper outlines a proposal that takes advantage of the potential offered by the enormous increases in the availability of computer facilities and the growth of some degree of computer literacy.
This paper describes the incorporation of experiences in statistical practice into an introductory service statistics course at Appalachian State University. Statistical concepts are introduced by exposing students to relevant data problems in non mathematical terms. Emphasizing an exploratory approach to data analysis and an experimental attitude, question formulation is developed.
This paper will concentrate on thinking and communicating. No attempt, however, is made here to define a "knowledge syllabus" of conceptual and philosophical understandings, methodological or problem solving skills, or required studies of societal impacts for a course.